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¡Arte y más! Lesson 22

After the “Hola” song, Susana and Sra. Alicia model greetings and play La manzanita del Perú (The Little Apple of Peru), a traditional Latin American game, to review the question ¿Cómo te llamas tú? (What’s your name?). Venezuelan musicians Enrique and Modesto share a type of Andean song from Bolivia called a carnavalito. Susana once again shares her caja mágica (magic box), this time filled with plumas (feathers), to review the colors and the numbers through ten. Sra. Alicia re-reads the book GRANDE pequeño by Leslie Patricelli, Santillana USA, Inc. (2003). She invites students to participate by using the appropriate hand motions when they hear the words grande and pequeño. The lesson closes with the “Adiós” song.

After the “Hola” song, Susana and Sra. Alicia model greetings and play La manzanita del Perú (The Little Apple of Peru), a traditional Latin American game, to review the question ¿Cómo te llamas tú? (What’s your name?). Venezuelan musicians Enrique and Modesto share a type of Andean song from Bolivia called a carnavalito. Susana once again shares her caja mágica (magic box), this time filled with plumas (feathers), to review the colors and the numbers through ten. Sra. Alicia re-reads the book GRANDE pequeño by Leslie Patricelli, Santillana USA, Inc. (2003). She invites students to participate by using the appropriate hand motions when they hear the words grande and pequeño. The lesson closes with the “Adiós” song.

Before Showing the Video

• Share with students that they will be listening to a song from the Andean mountains. Help students locate the Andes on a map, and see if they can determine which countries lie within the mountain range. (Bolivia, Perú, Venezuela, Colombia, Ecuador, Argentina, and Chile). You can tell them that many members of a native South American tribe called the Inca still live in those countries, and that their traditional cultures and music are still present in aspects of modern-day life. The song they will hear is from a special type of celebration called carnaval.

• See if students can remember the names of any of the instrumentos (instruments) they saw in lesson 16, when listening to the Merengue. (You may want to replay the song portion of that lesson.) They were la viola (the viola) and el cuatro (the four—which looks like the small guitar or ukulele). Tell students that they will see the same instruments today, playing a different style of traditional music.

After Showing the Video

• Review asking and answering names by playing the game learned in the video, “La manzanita de Perú.” Divide students into groups of four and have them play, using their hands instead of actual apples (much as in a game of “one potato, two potato…”). The words are: ¿Manzanita de Perú, cómo te llamas tú? (Little apple of Peru, what is your name?) The reply is, of course, Me llamo ___________.

In Spanish, direct object pronouns are often placed before the verb, rather than after as we do in English. This can be confusing for native speakers of English learning Spanish, but in this episode, the construction is used a few times so that students can begin to get used to the sound of it. Sra. Alicia asks Susana about the Manzanitas game, saying, ¿Lo conoce, verdad? (You are familiar with it, right?). Similarly, when Sra. Alicia is about to re-read the book, she says Lo voy a leer otra vez (I’m going to read it again). In both cases, the word lo means it, replacing “the game” in the first sentence and “the book” in the second sentence. You don’t have to think too much about this right now—simply allow your ears to become used to the sound of it, just as your students are doing.

Remember, in Spanish, the adjective must agree with the number and gender of the noun. In the book GRANDE pequeño, there are many examples of this. In the sentence Los dedos son pequeños (The toes are small), the number and gender of pequeños (masculine, plural) matches dedos (toes). In the sentence La abeja es pequeña, (The bee is small), the number and gender of pequeña (singular, feminine) matches abeja (bee).

Extension Activities

• Have students create their own versions of GRANDE pequeño. Each student will draw pictures of things that are big and things that are small. If they know the Spanish term for the items they can write that on each page, along with the terms grande(s) and pequeño(a, as, os).

• In groups, have students research the Andes and countries and cultures of that region, presenting what they learn as reports, posters, or another type of presentation. Each group might take a different country or a different aspect, such as geography, musical instruments, food, animals, festivals, etc.

Teaching Tips

• Preview the video before showing it to students and familiarize yourself with the content and the vocabulary. Note at what points students are expected to respond and what the response should be.

• Model the learning by singing and responding along with the class.

• If you are not a Spanish speaker you will hear more phrases in the video than are in the vocabulary list. These will be targeted vocabulary in later lessons. Focus on the words and commands in the vocabulary list. (You can read the transcript of the program if you want to know specifically what is being said throughout, but you should not share the transcript with students.)

• If you have Spanish-speaking students in your class, have them share a few words with the rest of the class or help answer any questions that students have afterwards.

• If you haven’t already read the Introduction to ¡Arte y más!, go back and do so.

Learning Indicators

NM.IC.1 I can greet and leave people in a polite way.

NM.IR.2 I can recognize words, phrases, and characters when I associate them with things I already know.

NM.IL.2 I can recognize and sometimes understand basic information in words and phrases that I have memorized.

N.CP.1 I can identify some common products related to home and community life of other cultures and my own.

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